GRADE 3 SUPPLEMENT - The Math Learning Center...A7.4 • Bridges in Mathematics Grade 3 Supplement GRADER 3SDRUE3PLMLNRTELSEP GRADE R3D Set A7 Number & Operations: Multiplication Beyond

GRADE 3 SUPPLEMENTSet A7 Number & Operations: Multiplication Beyond the Basic Facts

IncludesActivity 1: Multiplying Single Digits by Multiples of Ten A7.1

Independent Worksheet 1: Multiplying by Multiples of Ten A7.7

Independent Worksheet 2: Sixty Seconds in a Minute A7.9

Independent Worksheet 3: Hours to Minutes A7.11

Skills & ConceptsH use basic number combinations to compute related multiplication problems that involve

multiples of 10

H recall equivalencies associated with time: 60 seconds in a minute

P201309

Bridges in Mathematics Grade 3 Supplement

Set A7 Numbers & Operations: Multiplication Beyond the Basic Facts

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Set A7 Number & Operations: Multiplication Beyond the Basic Facts

Bridges in Mathematics Grade 3 Supplement • A7.1© The Math Learning Center

Set A7 H Activity 1

ACTIVITY

Multiplying Single Digits by Multiples of Ten

OverviewStudents make sketches to investigate and make general-

izations about multiplying single digits by multiples of ten.

Then they complete a related worksheet independently.

Skills & ConceptsH use basic number combinations to compute related

multiplication problems that involve multiples of 10

You’ll needH Explore Six (page A7.4, run 1 copy on a transparency

and a class set on paper)

H Explore More (page A7.5, run a class set)

H Set A7 Independent Worksheet 1 (page A7.6, run a

class set)

H overhead pens in red, blue, and black

H red, blue, and regular pencils for students

Instructions for Multiplying Single Digits by Multiples of Ten1. Give students each a copy of Explore Six, and display the transparency at the overhead. Review the instructions and discuss the example at the top of the sheet with the class. Do the first problem together. Use your red overhead pen to label the dimensions of the rectangle, and have students use their red pencils to do so on their own sheets. Use your blue pen to fill in the rectangle with ten strips and ask students to do the same on their sheets. Have students count the strips to determine the area of the rect-angle and write a matching multiplication equation.

NAME DATE

Set A7 Number & Operations: Multiplication Beyond the Basic Facts Blackline Run 1 copy on a transparency a class set on paper.

Explore Six

1 Label the dimensions and area of the rectangle on each grid. Write a multipli-cation equation to match.

example

10

6

a

b

c

2 Use the information above to help solve these equations.

6 × 50 = _______ 6 × 60 = _______ 6 × 70 = _______

6 × 80 = _______ 6 × 90 = _______ 6 × 100 = _______

6 x 10 = 60

60

20

6

120

6 x 20 = 120


© The Math Learning CenterA7.2 • Bridges in Mathematics Grade 3 Supplement

2. When students understand what to do, have them work on the sheet independently. Give assistance as needed. Encourage them to share and compare their answers with neighbors as they finish.

3. When most students have finished the sheet, reconvene the class. Ask children to pair-share any mathematical observations they can make about the worksheet. Here are some questions you might pose to spark their thinking:• Did you notice any patterns in your answers?• Did the sheet seem easy or challenging?• What was easy (or challenging) for you about these problems?

4. Call on volunteers to share their observations with the class. Chances are, some of your students will notice the relationship between the basic facts for 6 and multiplying 6 by multiples of 10. If this does not emerge during the discussion, write the combinations shown below on the board as students watch.

6 x 1 = 66 x 2 = 126 x 3 = 186 x 4 = 24

6 x 10 = 606 x 20 = 1206 x 30 = 1806 x 40 = 240

Then have them list the rest of the combinations in the series, through 6 × 10 and 6 × 100, as you re-cord at the board. Here are some additional questions to pose:• What do you notice about these pairs of combinations? • Why does this pattern work the way it does? • What happens to the value of each of the digits in the basic fact products when 6 is multiplied by a

multiple of 10? Why? • Would this pattern work with a different single-digit number? Why or why not?

5. Give students each a copy of Explore More. This sheet asks them to further explore the relationship between basic facts and multiplying by multiples of 10 by choosing a single-digit number between 4 and 9 (other than 6) to investigate. Review the instructions on the sheet with the class. Clarify and model as needed. Advise students to draw the missing dimension for each rectangle in red, and the rectangle on each grid in with regular pencil. Have them continue to use their blue pencils to fill in the rectangles with ten strips, but don’t insist on it. Some students may develop more efficient strategies, such as skip counting (i.e., 5 × 40 = 200 because it’s 40, 80, 120, 160, 200).

6. When students understand what to do, let them go to work. Give assistance as needed, and encourage children to share their discoveries with one another as they work. As they finish, have students start working Set A7 Independent Worksheet 1, Multiplying by Multiples of 10. Unfinished work can be sent home to be completed or assigned as seatwork at another time.

Activity 1 Multiplying Single Digits by Multiples of Ten (cont.)



Activity 1 Multiplying Single Digits by Multiples of Ten (cont.)

NAME DATE

Set A7 Number & Operations: Multiplication Beyond the Basic Facts Blackline Run a class set.

Explore More

1 Choose a number between 4 and 9 (not 6) to multiply by 10 and multiples of 10. Draw the missing dimensions and the area of each rectangle. Write a multiplica-tion equation to match.

a

b

c

d

2 Use the information above to help complete these equations.

_______ × 50 = _______ _______× 60 = _______ _______ × 70 = _______

_______ × 80 = _______ _______ × 90 = _______ _______ × 100 = _______

NAME DATE


Set 7A H Independent Worksheet 1

INDEPENDENT WORKSHEET

Multiplying by Multiples of 10

1 Solve theses problems in your head. Write the answers. 10 20 30 40 50 60 70 × 3 × 3 × 3 × 3 × 3 × 3 × 3 ____ ____ ____ ____ ____ ____ ____

80 90 100 1,000 10,000 100,000 × 3 × 3 × 3 × 3 × 3 × 3 ____ ____ ____ ______ _______ _______

2 Explain how you fi gured out the answers to the problems above.

3 Solve these problems in your head. Write the answers. 10 20 30 40 50 60 70 × 4 × 5 × 7 × 2 × 5 × 4 × 5 ____ ____ ____ ____ ____ ____ ____

80 90 20 30 60 70 80 × 4 × 5 × 8 × 9 × 8 × 2 × 5 ____ ____ ____ ____ ____ ____ ____

40 30 50 60 50 70 70 × 4 × 6 × 5 × 9 × 8 × 4 × 5 ____ ____ ____ ____ ____ ____ ____

CHALLENGE

900 400 800 600 700 800 800 × 9 × 12 × 9 × 12 × 11 × 8 × 12 ____ ____ ____ ____ ____ ____ ____


Use Set A7 Independent Worksheets 2 and 3 to provide students with more practice multiplying single digit numbers by multiples of 10.


NAME DATE

Set A7 Number & Operations: Multiplication Beyond the Basic Facts Blackline Run 1 copy on a transparency and a class set on paper.

Explore Six

1 Label the dimensions and area of the rectangle on each grid. Write a multipli-cation equation to match.

example

10

6 60

a

b

c

2 Use the information above to help solve these equations.

6 × 50 = _______ 6 × 60 = _______ 6 × 70 = _______

6 × 80 = _______ 6 × 90 = _______ 6 × 100 = _______

6 x 10 = 60


NAME DATE


Explore More

1 Choose a number between 4 and 9 (not 6) to multiply by 10 and multiples of 10. Draw the missing dimensions and the area of each rectangle. Write a multiplica-tion equation to match.

a

b

c

d

2 Use the information above to help complete these equations.

_______ × 50 = _______ _______× 60 = _______ _______ × 70 = _______

_______ × 80 = _______ _______ × 90 = _______ _______ × 100 = _______



NAME DATE


Set A7 H Independent Worksheet 1


Multiplying by Multiples of Ten


80 90 100 1,000 10,000 100,000 × 3 × 3 × 3 × 3 × 3 × 3 ____ ____ ____ ______ _______ _______

2 Jon says the problems above are easy. Do you agree with him? Why or why not?.


80 90 20 30 60 70 80 × 4 × 5 × 8 × 9 × 8 × 2 × 5 ____ ____ ____ ____ ____ ____ ____

40 30 50 60 50 70 70 × 4 × 6 × 5 × 9 × 8 × 4 × 5 ____ ____ ____ ____ ____ ____ ____

CHALLENGE

900 400 800 600 700 800 800 × 9 × 12 × 9 × 12 × 11 × 8 × 12 ____ ____ ____ ____ ____ ____ ____



NAME DATE




Sixty Seconds in a Minute

1 Fill in the tables below. Some of the answers have been filled in for you.

× 20 50 70 30 10 40 80 60 100 90

6 120 240

× 2 5 7 3 1 4 8 6 10 9

60 300 480

2 What do you notice about your answers?

3 There are 60 seconds in one minute.

a How many seconds are there in 3 minutes? _______________________________

b How many seconds are there in 5 minutes? _______________________________

c How many seconds are there in 10 minutes? _______________________________

d How many seconds are there in 4 minutes? _______________________________

e How many seconds are there in 1 minutes? Show your work.

There are ___________ seconds in 1 minutes.

CHALLENGE

4 How many seconds are there in 1 hour? Show your work.

There are ___________ seconds in 1 hour.

12

12



NAME DATE




Hours to Minutes

1 There are 60 minutes in a hour. Use that information to help solve the word problems below. For each problem• Write an equation to match each problem and solve it.• Write the answer on the line.

a James stayed at the After-School club for 2 hours on Tuesday. How many minutes was James at the After-School Club?

James was at the After-School Club on Tuesday for ________ minutes.

b Kara babysat her little cousin from 4:00 p.m. to 7:00 p.m. on Saturday. How many minutes did she babysit her little cousin?

Kara babysat her little cousin for ________ minutes.

c Carlos started his chores at 9:30 a.m. He finished at 11:30 a.m.. How many minutes did he spend doing his chores?

Carlos spent ________ minutes doing chores.

(Continued on back.)



2 Mrs. Ramos went out shopping at the time shown on the first clock. She came back at the time shown on the second clock.

a How many hours was Mrs. Ramos out shopping? How did you figure it out?

b How many minutes was Mrs. Ramos out shopping? Use numbers, labeled sketches, and/or words to solve the problem. Show your work.

3 Fill in the lines with the missing numbers.

3 × 40 = _______ 6 × 60 = _______ 3 × 20 = _______ 5 × 50 = _______ 60 × _______ = 300 4 × _______ = 120 20 × _______ = 80 30 × _______ = 210 50 × _______ = 200

CHALLENGE

4 Are the expressions below equal? If they are, put an = sign in the space . If they aren’t put ≠ in the space. (≠ means not equal).

30 × 60 _______ 2 × 90 40 × 3 _______ 20 × 4 60 × 4 _______ 80 × 3

Independent Worksheet 3 Hours to Minutes (cont.)

Documents

GRADE 3 SUPPLEMENT - The Math Learning Center...A7.4 • Bridges in Mathematics Grade 3 Supplement GRADER 3SDRUE3PLMLNRTELSEP GRADE R3D Set A7 Number & Operations: Multiplication Beyond